| CODE | EDU5922 | ||||||
| TITLE | Risks of Discrimination against Minority Groups | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Faculty of Education | ||||||
| DESCRIPTION | This study-unit is an interdisciplinary course based on insights from education studies, sociology, social psychology, philosophy and law amongst others. It explores discrimination against minorities, most specifically on the grounds of ‘race’ and ethnicity (religion, language, immigration status). The approach is intersectional, looking at how discrimination against persons operates on multiple grounds (especially socio-economic and gender as they intersect with ‘race’, ethnicity and immigrant status). It moves between more theoretical accounts of the psychology, the history, the sociology of discrimination and related evolving concepts and law with regard to minority groups. It looks at racism in general and Islamophobia in particular. It links these theoretical perspectives to case studies of the experience of discrimination in schools in areas such as the education market, the treatment of parents and or pupils, of labelling, of achievement, of school exclusions and others. It reviews multicultural state types and their responses to minorities. Finally, it explores what accommodation or acceptance pluralism would require of schools and educators. Study-unit Aims: This unit is aimed at raising awareness and understanding of the importance of a human rights approach to education. It will discuss the risks of discrimination faced by minority groups and particularly immigrant minorities. At the same time, the unit will seek to promote an understanding of the potential for education enrichment through acceptance pluralism. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - demonstrate an understanding of the importance of a human rights agenda in education; - comprehend the risks of discrimination against minority groups by the dominant group at the structural, institutional, cultural, and personal levels; - demonstrate an understanding of the importance of affirmative approaches to students from minority and disadvantaged groups; 2. Skills By the end of the study-unit the student will be able to: - engage in the promotion of social justice in education; - identify situations of discrimination against minority groups in Maltese and EU education systems; - recognize situations where structural, institutional and individual discrimination can undermine the full participation of students from a different culture in educational systems and deny them redistribution, recognition, representational and affective equality; - demonstrate awareness of knowledge and dispositions related to the inclusion of the different background minority group cultures of students in curricula and in the school and the classroom. Main Text/s and any supplementary readings: Main text: - Lentin, A. (2011) Racism and Ethnic Discrimination Rosen Publishing, New York. - Runnymede Trust (1997) Islamophobia: A challenge for us all, The Runnymede Trust. Supplementary readings: - Nelson, D. and M. R. Rogers ( 2002) Silenced voices: a case of racial and cultured intolerance in the schools, in Korn, C. and A. Bursztyn (Eds) Rethinking Multicultural Education: Case Studies in Cultural Transition, Westpoint, Bergin and Garvey. - Dovidio, J.F., Hewstone, M. Glick, P. and V. M. Esses (2013) Prejudice, stereotyping and discrimination: theoretical and empirical overview, in Dovidio, J.F., Hewstone, M. Glick, P. and V. M. Esses (Eds.), 2nd edition, The Sage Handbook of Prejudice, Stereotyping and Discrimination, Los Angeles, Sage. - Essed, P. (1991) Understanding Everyday Racism: an Interdisciplinary Approach, chapter 1. Toward and Integration of Macro and Micro Dimensions of Racism, Newbury Park, Sage, pp.11-53. - Modood, T (1997). Introduction: The politics of multiculturalism in the New Europe: racism, identity and community, in Modood, T. and P. Werbner (eds) (1997) The politics of multiculturalism in the New Europe, Zed Books, London. - Zine, J. (2007) Safe havens or religious ‘ghettos’? Narratives of Islamic schooling in Canada, Race, Ethnicity and Education, 10 (1), pp. 71-92. - Bursztyn, A. (2002) The path to academic disability: Javier’s story, in Korn, C. and A. Bursztyn (Eds) Rethinking Multicultural Education: Case Studies in Cultural Transition, Bergin and Garvey, Westpoint. - Laraeau, A and E. McNamara Horvat (2008) Moments of social inclusion and exclusions; Race, class and cultural capital in family-school relationships, in Ballantine, J. H. and Spade, J. Z. (Eds) Schools and Society: A Sociological Approach to Society, Pine Forge Press, pp 465-480. - Parekh, B. (2006) Hate speech. Is there a case for banning? , Public Policy research, December 2005-February 2006, pp 213-223. - National Commission for the Promotion of Equality (2007) Racial and Ethnic Origin Equality Manuel:Toolkit https://secure3.gov.mt/socialpolicy/admin/contentlibrary/Uploads/MediaFile/racial_ethnic_origin_equality__manual_toolkit.pdf - Eurydice (2009). Integrating immigrant children into schools in Europe. Brussels: Eurydice. Rochstein-Fisch, C., and Trumbull, E. (2008). Managing diverse classrooms: How to build on students' cultural strengths. Alexandria, VS: ASCD. - UNESCO (2007). A human rights-based education for all. New York: UNICEF. - Villegas, A., and Lucas, T.M. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 30-42. |
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| STUDY-UNIT TYPE | Lecture | ||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Josephine Ann Cutajar Joseph Gravina Francois Mifsud |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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